Semester 1 reports will be sent home with each student on Wednesday 1st July. You will notice a slight change to the format as teacher comments are now at the end of the report card and not after each subject (English, Maths, Science).
Teachers have worked in teams with our Senior Leader of Learning Improvement to review, analyse and construct comments that provide extra information not covered by the grade, effort, Australian Curriculum or Term Overview and work habits.
Teacher comments will include specific areas that a child has shown or needs to show improvement in, the evidence for this and suggested strategies to assist their progress. The information will provide a picture of the child as a learner and will enable parents to support the education of their children.
Teachers have been assessing students in all areas of the curriculum to inform both their reporting and future programming.
Assessment used by teachers includes:
· Student self-assessment which is an important component of the teaching and learning process.
· Peer assessment. The format and content is at the teacher’s discretion.
· Anecdotal notes.
· Formal assessments, such as Reading Running Records
· Teacher designed tests appropriate to classroom program
Reporting is an ongoing process and can be communicated to parents by informal and formal methods including:
· Communication of teacher intent through class newsletters and overviews.
· Feedback through Seesaw posts, Diaries or Communication Books
· Written Mid-Year Report. Teachers report against the Australian Curriculum achievement standards with A-E achievement levels and a general comment.
In each learning area, the Australian Curriculum framework provides standards written as outcomes that indicate developing capabilities along a continuum. In these areas, teachers judge a student’s achievement on evidence provided by the student that indicates the level of performance or standard expected at this particular point in time and at the year level.
Teacher judgement of achievement needs to be communicated for each area of study in levels as follows:
A : excellent (achievement beyond what is expected at the year level)
B : good (achievement of what is expected at the year level)
C : satisfactory (achievement of what is expected at the year level)
D : partial (achievement of what is expected at the year level)
E : minimal (achievement of what is expected at the year level)
The format of the report is consistent across the school, however, variation to the format occurs for Reception students, as they do not receive a grade in the learning areas. Teachers moderate across year levels to ensure consistency of grading.
Students with One Child One Plans will receive the same reports as their peers. Teachers will include a statement that indicates that the student is either working on different year level curriculum or personalised learning goals and that achievement is assessed against the indicated year level expectations or personalised learning goals.
Effort will be reported concurrently with achievement in learning areas. Reporting effort in this way indicates the level of application to that particular strand of study. Reporting terms for Effort are;
Excellent (E), Good (G), Satisfactory (S) and Needs Improvement (NI).
We recognise that personal and social capability assists students to become successful learners, helping to improve their academic learning and enhancing their motivation to reach their full potential. Personal and social capability supports students in becoming creative and confident individuals with a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, spiritual and physical wellbeing.
The reporting terminology used for Work Habits and Social Skills is Consistently, Sometimes and Rarely.
Student attendance and punctuality is reported in numeric terms (Total number of Days Late, Total Number of Days Absent, Total number of days for Semester 1)
